六年級英語下冊 Unit 7 Travelling in Garden City 教案 牛津版上海版.doc

Unit 7 Travelling in Garden City一、 單元分析（Unit Analysis）（一）單元地位（Unit Position）1本課中出現(xiàn)了較多的一般過去時用法。如liked, collected等，運用一般過去時的一些句型已經出現(xiàn)，如There were(was)等。作為認知內容，教師有必要在課堂教學中加以一定的機械性訓練，如操練過去時的動詞變位。2與交通有關的名稱在本課中大量出現(xiàn)。課文中主要是預測今后的交通發(fā)展趨勢。教師可以結合以前學的多個交通名稱，通過圖片，文字再現(xiàn)等讓學生進行回憶，鞏固，并逐步引出新詞匯。3 在6A的模塊中，學生已學習過future tense: will的表達方式。本unit中增加了There will be/will not的表達方式。4形容詞的比較級最初在6A中就已出現(xiàn)。本課中用來表數(shù)量的多少，在此后的6B幾個單元中還將反復出現(xiàn)。5Determiners在本課的用法首次出現(xiàn)，可以設計讓學生自選一些事物并進行分類比較。（二）單元目標（Unit Target）1 用形容詞來描述數(shù)量，如：most ,some, none, all2 用形容詞來作比較，如：There will be more roads. 3 用固定表達Yes, I agree/No, I dont agree表示同意與不同意。（三）單元重點（Unit Points）1關鍵詞：1）perhaps2）any longer3） Some of/none of/all of/most of4）時期表達法：in ( ) s time; in the past ; Nowadays2功能：1）Comparison(比較)l In the past, there were no air conditioners in the buses.Nowadays, most buses have air conditioners.l Perhaps we wont travel by ferry any longer.l In the past, all of the buses had a fare-box2）Agreement and Disagreement（同意與不同意） Yes, I agree./No, I dont agree.3語法點：用形容詞來描述數(shù)量，如：most , some, none, all二、 教學設計（Teaching Designs）教學內容教學實施建議教學資源參考1 Read (page 46)本課可以作為聽力材料。教師在引入課題后不應直接進行課文的講授，給出學生問題，讓學生根據(jù)問題去按照段落聽全文。這部分是可以培養(yǎng)學生通過閱讀文章上下文來推斷一些詞的含義。比如理解comfortable的含義。.具體處理這部分內容的建議見鏈接1及課件。課本46頁Look and Read部分。2 關于47頁上對話交流的處理在本課中出現(xiàn)了老師和同學一起探討今后交通的變化，重點句型反復出現(xiàn)，建議先聽錄音，加深學生的印象，如可以純正口音，也可以熟悉那種暢所欲言的氣氛。為下一步分角色朗讀和表演做鋪墊。引導，提示學生應關心社會某一方面的變化。對于一些常見的交通名稱可以布置一個環(huán)節(jié)，給出大量的圖片讓學生通過復習來聯(lián)系新知識。一部分學有余力的學生找到的課文以外的詞匯也要及時關注和分享。鏈接2對話操練時應運用課本47頁上的句式。3 關于48頁內容的教學建議讓學生先做 More oral practice 的Look and say,學生經過分享交流之后再完善調查報告會有較好的效果。鏈接3中提供了一個處理該部分內容的具體建議。鏈接1說明： 本課可以通過由淺入深的方式將教學環(huán)節(jié)緊湊相連，根據(jù)學生認知的發(fā)展情況設計教學環(huán)節(jié)，將重點逐步操練.Pre-task preparation1 Ask students to sing a song.2 Questions: What kinds of transportation does the man use?He is driving in a _.He is sailing in a _He is travelling on a _.He is riding on a _3. Show some pictures of new words.A double-decker bus, A single-decker busAn air-conditioner A conductorA fare-box4. Show some pictures to have a revision taxi ,underground ,bus ,railway, traffic jams ,tram, ferry, traffic lights, minibus, traffic lights, car parks, motorbikes. Maybe some student will give some new words: Maglev train and light railWhile-task procedure1 Play the recording: Look and say for the first time. Students listen carefully and get ready to answer the following questions.1) How did people travel in the past? They travelled by bus.2)What did all passengers had to do? They had to buy tickets.3)What was there in each bus? There was a bus-conductor in each bus.4)What did a conductor do in the bus? He collected money from the passengers and put the money in a bag.5)Do passengers buy tickets now? No, they dont.6)Where do they put their money? They put their money in a fare-box.7)Were there any double-decker buses in the past? No, there werent.8)Travelling by bus was very comfortable, wasnt it? No, it wasnt.9)Were there any air-conditioners in buses in the past? No, there werent.10)What do most buses have nowadays? Most buses have air-conditioners. .11) Were there any women bus-drivers in the past? No, there werent.12)All of bus-drivers are men now, arent they? No, some are men, some are women.12 Play the recording again. Students listen and repeat.3 Answer true or false4 Compare the buses conductorstypesdriversIn the past A conductor in each bus, collected money sold ticketsOnly single-decker busesOnly men NowNo, passengers put money in a fare-boxSingle-decker buses, double-decker buses, air-conditioned busesMen and womenPost-task activities1.Do some exercisesFill in the blanks with the phrases given:(some of, none of, all of, most of, few of)1._(我們當中幾乎沒有人)like travelling by bus.(Few of us)2._(他們中沒人)is a doctor.(None of them)23._(所有的學生)have bought tickets already. (all of the students)4._(一些警察)are good at sports.(Some of the policemen)5._(大多數(shù)的孩子們)like playing computer games.(Most of the children)3Assignment: Oral work: Read the textwritten work: Workbook page 4 Grammar Practice Book 鏈接2說明：本課較適合通過問題來進行情景化設計，讓學生在語言交際中達到認知。幾個處理建議1）教師可以在課堂上對上節(jié)課的詞匯進行復習，如taxi ,underground ,bus ,railway, traffic jams ,tram, ferry, traffic lights, minibus, traffic lights, car parks, motorbikes.2） 播放課文錄音，學生聽讀。先要求能力較好的學生模仿，調動氣氛。3） 倆倆對話，模仿課文進行討論。邀請幾隊同學進行展演。4） 要求全體學生根據(jù)這份句式模型以小品/課本劇的形式編排一個小型課堂討論，如四至五人，扮演老師及同學，鼓勵學生在課文的基礎上自己設計對話內容，教師隨時進行關注并予以指導。5） 作業(yè)布置：要求學生將所討論內容編寫成對話。鏈接3說明：本部分內容在處理的時候，要注意與More oral practice 的Look and say的教學內容相結合，同時也彌補牛津教材一些內容相對分散的弱點，將教材更好的融合在一起，。同時，也要根據(jù)More Oral Practice強調綜合運用的基點，提升學生綜合運用語言功能的能力，將圍繞知識點的聽說讀寫有效結合。 a) 本課可作為一個本單元的總結和拓展，教師可以將所有學過的交通名稱用圖片列出。讓學生有個本課所需的基本的詞匯庫有個明確的概念。也應該再強調本課的重點句型和結構。b) 學生程度較好，條件允許，可以鼓勵學生分組事先做一個社會調查，用拍照或作成幻燈片等形式來展示，每組派代表進行講解。評選出最佳合作小組。c) 分成兩人組，看圖片進行討論上海未來的交通變化。d) 并完成48頁表格：Travelling in Shanghai in 10 years time 在班級內分享。